Rhoades, Everett R. (1977). Barriers to Health Care: The Unique Problems Facing American Indians, Civil Rights Digest. Poverty, discrimination, and physical and cultural isolation are among the problems which prevent American Indians from receiving adequate health care. The Federal government has special responsibilities and legal obligations to the Indian people. To meet these responsibilities and obligations, the government must improve the access to and availability of health services. Descriptors: American Indians, Cultural Isolation, Economic Factors, Federal Legislation

Lee, Betsy (1979). Charles Eastman: The Story of an American Indian. Dr. Charles Alexander Eastman was a product of two worlds–the Indian and the White. A member of the Santee Sioux Tribe, he was respected and admired in both of these worlds for the work he did on behalf of American Indians, first as a young doctor caring for the sick on the Reservation, and later as a writer and speaker, showing the richness of native American culture to white Americans. He was the most famous American Indian of his time. As a very young child he was among the Sioux driven from their Minnesota homeland in 1863 into Canada. There he was raised by his grandmother and uncle. For most of his childhood the boy Ohiyesa thought he was an orphan, but when he was fifteen his father found him after a long search and brought him back to the United States. There he was baptized, given his new name, and started to school. Eighteen years later he graduated from Boston University with a degree in medicine. Eastman's first job was as a doctor to the people of the Sioux Pine Ridge Reservation, where he quickly became frustrated and angered at the callous, inhumane treatment his people received. The rest of his life was spent speaking on behalf of the American Indians, imploring Washington officials to respect treaty rights, writing and lecturing about Indian ways and trying to preserve their fast-disappearing culture. Although he lived during a time of terrible change for his people, Eastman also lived to see the resurgence of Indian rights in the 1930's. This book is one of a series of biographies of famous American Indians. It is written for grade 5 and up. Descriptors: Acculturation, American History, American Indian Reservations, American Indians

Helton, Tena L. (2010). What the White "Squaws" Want from Black Hawk: Gendering the Fan-Celebrity Relationship, American Indian Quarterly. Americans in the East were great fans of Black Hawk, whose popularity on tour overtook that of Andrew Jackson's parallel tour of the Northeast. Undoubtedly, then, Black Hawk was a celebrity. He remained popular even in 1837, when he attended Catlin's gallery opening in New York, which included his 1832 painting of Black Hawk. Black Hawk may also have been a conduit through which white women could imagine escape from the confining and "polite" parlors of eastern cities that Black Hawk toured. To these female fans Black Hawk may not have been just Jackson's official symbol to show that savagery could no longer threaten the civilization of America and its right to internally colonize the North American continent. But no matter how his female fans actually felt, their identities were used to further a political, nationalist agenda that actively denied miscegenation as a method for becoming a unified American culture. As part of that agenda, Black Hawk's identity was also constructed, commodified, circulated, and consumed through the culture via newspaper editors and his own autobiographical response. The relationship between celebrity and fans is, at least in Black Hawk's case, culturally important as a public manifestation circulated through the media.   [More]  Descriptors: Whites, American Indians, Tribes, United States History

Combs, Mary Carol; Nicholas, Sheilah E. (2012). The Effect of Arizona Language Policies on Arizona Indigenous Students, Language Policy. This article discusses the effect of Arizona's language policies on school districts serving Native American students. Although these policies were designed to restrict the access of Spanish-speaking immigrant and citizen students to bilingual education programs, their reach has extended into schools and school districts serving Native Americans. Arizona's coercive and contradictory language and education policies for English language learners thus provide an instructive example of the "phenomenon of unintended consequences". Nonetheless, that such policies may be unintentional make them no less egregious. The authors argue that Arizona's language policies, together with the difficult reporting mandates of the federal No Child Left Behind Act, have compromised tribal efforts to revitalize endangered Indigenous languages and abrogated their federally recognized, though frequently ignored, rights to self-determination and sovereignty. The article discusses these and other inconsistencies between federal and state-supported policies that both create and foreclose educational opportunities and spaces for Indigenous communities.   [More]  Descriptors: Federal Legislation, American Indians, Bilingual Education, Second Language Learning

Bureau of Indian Affairs (Dept. of Interior), Washington, DC. (1986). American Indians Today: Answers to Your Questions. This booklet attempts to answer briefly the most common questions about American Indians asked by students, people who believe they have Indian ancestors, individuals who want to visit or volunteer to work on a reservation, or those who want to know the current Indian policy. Separate sections outline President Reagan's American Indian policy; current federal appropriations for Indian affairs; statistics about the 1,418,195 American Indians, Eskimos, and Aleuts from about 504 federally recognized tribes who occupy about 300 federal Indian reservations and 53 million acres of trust lands; programs and responsibilities of the Bureau of Indian Affairs; and demographic information on Indian birth rates, infant death rates, life expectancy, causes of death, and suicide rates. A section of questions and answers defines/describes what an Indian is, what a tribe is, how Indians become tribal members, what an Indian reservation is, the number of Indian languages, military service of Indians, relationship to the federal government, citizenship and voting rights, legal rights and obligations, treaty relationships, and tribal governments. Among additional information sources presented are a selected 61-item bibliography, 5 sources of Indian photographs, a list of Bureau of Indian Affairs Area Offices, and a list of 14 national Indian organizations.   [More]  Descriptors: American Indian Culture, American Indian Education, American Indian Reservations, American Indians

Washington, Elizabeth Yeager; van Hover, Stephanie (2011). "Dine Bikeya": Teaching about Navajo Citizenship and Sovereignty, Social Studies. The Navajo Nation, comprising the largest land area allocated mainly to a Native American jurisdiction in the United States, offers a unique opportunity to enhance students' understandings of citizenship rights and sovereignty. For example, what does sovereignty mean on the reservation? What is the relationship between the Navajo Nation and the U.S. government? What is the relationship between the Navajo people and the U.S. Constitution? In this article, the authors provide a brief overview of the history and governmental structure of the Navajo Nation, and then offer specific ideas and resources for teaching about Navajo history and sovereignty, legislation and sovereignty, and court cases and sovereignty. The appendix includes a comprehensive list of relevant court cases, along with book and website recommendations.   [More]  Descriptors: Citizenship, Navajo (Nation), Governmental Structure, Court Litigation

McCarty, Teresa L.; Nicholas, Sheilah E. (2014). Reclaiming Indigenous Languages: A Reconsideration of the Roles and Responsibilities of Schools, Review of Research in Education. In this chapter, the authors offer a critical examination of a growing field of educational inquiry and social practice: the reclamation of Indigenous mother tongues. They use the term "reclamation" purposefully to denote that these are languages that have been forcibly subordinated in contexts of colonization. Language reclamation includes revival of a language no longer spoken as a first language, "revitalization" of a language already in use, and "reversal" of language shift (RLS), a term popularized by Joshua Fishman (1991) to describe the reengineering of social supports for intergenerational mother tongue transmission. All of these processes involve what Maori scholar Margie Kahukura Hohepa (2006) calls "language regeneration," a term that speaks of "growth and regrowth," recognizing that nothing "regrows in exactly the same shape that it had previously, or in exactly the same direction. The causes underlying shift from a community language to a dominating one are complex and power linked. The authors' goal is to peel back the layers of that complexity. This review is organized around two foci: (1) School-based language reclamation: whether or how schools might be efficacious sites for language reclamation; and (2) Geographic: Native North America illuminates the wide range of language planning challenges and possibilities that attend the sociohistorical, educational, and sociolinguistic circumstances of diverse Indigenous peoples, as well as crosscutting themes of language education policy, sovereignty, and human rights.   [More]  Descriptors: Indigenous Knowledge, Educational Research, Native Language, Language Maintenance

Wilson, Frederick C. (1975). Student Rights and Responsibilities. A Law Focused Curriculum for American Indian High School Students. Curriculum Bulletin No. 18.01. The guide outlines a course to provide high school students with learning experiences in the political/governmental and legislative process. Designed as a semester course, the course aims to teach American Indian youth their rights and responsibilities under the U.S. Constitution and under their respective state and tribal governments, and to develop an awareness and an understanding of the concepts, principles, and functions of student rights and responsibilities both within the school and community environment. Consisting of 11 units, the course covers basic types of educational systems and laws, jurisdiction of courts, sources of law, the Bill of Rights, the right to privacy, student body constitution, due process in the school and in the community, the Indian Bill of Rights, voter education, fair trial/free press, consumer rights and responsibilities, and sources of authority for Indian schools and programs relating to American Indians. Briefly discussed are the course objectives, student competencies, student evaluation, and teaching strategies for law focused education (small groups, peer teaching, films, field trips, speakers, simulation games, and case studies). Also included are a 19-item bibliography and lists of 6 law-related audiovisuals (source, series, film title, and level) and 6 supplemental materials.   [More]  Descriptors: American Indians, Audiovisual Aids, Civil Liberties, Course Content

Smith, Michael (1973). The Constitutional Status of American Indians: The Legal Position of Native Americans, Civil Rights Digest. Argues that an understanding of the unique legal status of American Indians is essential to appreciating the myriad of problems faced by the more than 300 tribes in the U.S.: Indian law is a complex field based upon numerous treaties, statutes, regulations, and court decisions. Descriptors: American Indian Reservations, American Indians, Civil Rights, Constitutional History

Pevar, Stephen L. (1983). The Rights of Indians and Tribes. An American Civil Liberties Union Handbook. Published in cooperation with the American Civil Liberties Union, the guide sets forth the rights of American Indians under the present law and offers suggestions on how these rights can be protected. Using a question and answer format, the book covers the changes in Indian policies from the Northwest Ordinance of 1787 to the present day, explaining the complex pattern of tribal, state, and federal laws which govern American Indians. Seventeen chapters discuss the history of federal Indian policy; definitions of "Indian,""Indian tribe,""Indian country," and Indian title;" trust responsibility; Indian treaties; federal power over Indian affairs; tribal self-government; state power over Indian affairs; criminal jurisdiction in Indian country; civil jurisdiction in Indian country; taxation; hunting, fishing, and gathering rights; Indian water rights; civil rights of Indians; the Indian Civil Rights Act; special status of certain Indian groups; government services to Indians; and judicial review. Five appendices excerpt passages from the Indian Civil Rights Act, Public Law 83-280, the General Crimes Act, the Major Crimes Act, and Title 18, U.S. Code, (the section defining "Indian Country.") An effort has been made to note those parts of the law where changes may occur. Descriptors: American Indian History, American Indians, Civil Liberties, Civil Rights

Scully, Alexa (2012). Decolonization, Reinhabitation and Reconciliation: Aboriginal and Place-Based Education, Canadian Journal of Environmental Education. Aboriginal/Indigenous education is being increasingly emphasized in Faculties of Education across Canada. Through self-study as an instructor of a mandatory course in Aboriginal education in a Faculty of Education, the author is exploring the use of local, place-based education in the fostering of cross-cultural understanding of Aboriginal and non-Aboriginal Canadians as having interrelated histories and contemporary realities in Canada. Place-based education has the potential to further the goals of Aboriginal education: to serve Aboriginal learners as a tool of resurgence and sovereignty, to disrupt racialized perceptions of Aboriginal peoples, to create awareness of the cultural location of all peoples and pedagogies, and to create right relation between the peoples and the lands of Canada through decolonization, reinhabitation, and reconciliation.   [More]  Descriptors: Foreign Countries, Teacher Educators, Self Evaluation (Individuals), Canada Natives

Disney, Dick, Comp. (1979). Materials Developed from American Indian Culture-Based Curriculum Workshop (Tacoma, Washington, April 18-19, 1979). Book Three. The major thrust of the third American Indian Culture-Based Curriculum Workshop was the development of ideas and materials oriented toward American Indian stories and legends in such a manner that librarians could acquire the needed skills and knowledge to ensure their authenticity and proficiency of presentations to both Indian and non-Indian children. Materials presented in this resource include eight flannelboard stories/legends (How the Bear Lost His Tail, How Rabbit Stole Fire, I Am Raven Who Makes Things Right, Mt. Rainier and the Great Flood, Raven Helps the Indians, Skunk, The Girl Who Loved Wild Horses, and Why Bluejay Hops); a puppet story (Hand Puppet Legends); and three miscellaneous activities (Burlap Mask, Storytelling Campfire, and Portable Puppet Stage). Each entry consists of purpose of activity, materials needed, technique to use for activity, references used, narrative text of story, background information (if available), procedure to conduct activity, and patterns/illustrations to present the activity. Descriptors: American Indian Culture, American Indian Education, American Indian Literature, American Indians

National Council on Indian Opportunity, Washington, DC. (1969). Public Forum Before the Committee on Urban Indians in L.A., Calif. (Dec. 16-17, 1968); Dallas, Tex. (Feb. 13-14, 1969); Minneapolis-St. Paul, Minn. (Mar. 18-19, 1969); San Francisco, Calif. (Apr. 11-12, 1968); Phoenix, Ariz. (Apr. 17-18, 1969). The proceedings of public forums of the National Council of Indian Opportunity are recorded in these 5 documents. These forums were designed to gain information on the condition of urban American Indians living in Los Angeles, Minneapolis-St. Paul, San Francisco, Dallas, and Phoenix. Included in each of the documents are discussions on such factors as Indian education, housing, employment, recreation, social services, and justice. The council was to identify specific problems of urban Indians and make recommendations to the Office of Economic Opportunity and other Federal agencies assisting American Indians. Descriptors: American Indians, Biracial Committees, Civil Rights, Education

Literte, Patricia E. (2010). Revising Race: How Biracial Students are Changing and Challenging Student Services, Journal of College Student Development. This research investigates the relationship between biracial college students and race-oriented student services (e.g., Office of Black Student Services). These services are organized around conventional understandings of race that assume there are five, discrete racial categories, namely, Black/African American, Latino/a, White, Asian American, and Native American. Drawing on interviews (n = 60) with students and administrators at two universities, this article examines the problems that arise when students' racial identities are incongruent with universities' views of race. This study can assist practitioners in the development of services on campuses that are characterized by increasingly fluid racial terrains in the post-Civil Rights era.   [More]  Descriptors: African American Students, Race, Civil Rights, American Indians

Ambler, Marjane (1994). Telecommunications: Where the Red Road Meets the Information Superhighway, First Nations Development Institute's Business Alert. This newsletter article addresses the increasing role of telecommunications and its effect on American Indian institutions. Advocates believe that telecommunications could make rural Indian reservations more viable places to live, work, educate children, and treat illnesses. Additionally, new technology could revolutionize reservation economies. However, before Indian communities leap onto the "information superhighway," they must be willing to take action to determine how the information system is designed and regulated. American Indian Telecommunications and Americans for Indian Opportunity (AIO) have attempted to educate Indian communities concerning the urgency and necessity of becoming a part of the telecommunications movement. American Indian Telecommunications was created to promote Indian use of computers and telecommunications in a culturally appropriate manner. AIO raised money and started INDIANnet, which provides subscribers with free job announcements, information from the Federal Register and several federal agencies, research services, and free access to Internet. Despite such growing involvement, Indian people must do much more at the national and local level with regard to the national telecommunications agenda. To protect their sovereign rights, tribal institutions must ensure the nation's telecommunications policies reflect various Indian concerns including privacy of data, cost sharing, safeguarding traditional tribal beliefs and values, and encouraging Indian people to become producers of media as well as consumers.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, Elementary Secondary Education

Willard, William (1985). Zitkala Sa: A Woman Who Would Be Heard!, Wicazo Sa Review. Although Gertrude Simmons Bonnin, a Yankton Sioux Indian from South Dakota, died in 1938, she left a legacy of activism for future generations of Indian leaders. As a writer of short stories and poetry under the pen name of Zitkala Sa, editor of the "Journal of the Society of American Indians," and collaborator on an opera ("The Sun Dance"), her literary career spanned the years from 1902 to 1919. Her career in politics took her to Washington in 1916 after. One became secretary-treasurer of the Society of American Indians. In the presidential election of 1928, she and her husband succeeded in getting a plank in the Republican Party platform calling for a presidential commission to investigate and report to Congress on the administration of Indian affairs and guarantees of treaty and property rights to American Indians. Her description of the reality of the corruption and brutality of the Bureau of Indian Affairs (B.I.A.) gained the attention of the General Federation of Women's Clubs and moved them to political action. She battled the Oklahoma trust estate abuses and, from 1926 to 1938, as president of the National Council of American Indians, she protested B.I.A. dictatorial leasing policies. Descriptors: Activism, American Indian History, American Indians, Biographies

National Indian Youth Council, Albuquerque, NM. (1975). Report to the American Indian People. Presenting a brief historical profile, program descriptions, synopses of political issues, and a policy statement (1973), this 1975 annual report on the National Indian Youth Council includes: (1) Programs (NIYC/Comprehensive Employment and Training Act manpower development; Investigative Journalism Training Project; Ex-Offender Program; San Juan County Research Project; Litigation Program; Youth Program); (2) Natural Resource Development Issues (coal gasification on the Navajo Reservation and American Indian water rights); (3) Civil Rights Issues ("The Farmington Report: A Culture of Conflict"; Farmington law suits; violence at Acoma Pueblo; Indian preference; Fairchild occupation; Equal Employment Opportunity Commission complaints; arts and crafts fraud; Cherokee religious project); (4) Education Issues (Intermountain law suit; student bill of rights; Hammon School; mobile school for dropouts; Milwaukee Area Technical College); (5) Health Issues (Lewis case and American Indian Nurses Association); (6) Trust Responsibility Issues (Tewa Tesuque; Creek government case; Southern Paiute claims; Navajo evictions; Navajo-AFL/CIO agreement; Santa Ana Pueblo); (7) Mass Media Issues (New Mexico press; Federal Communications Commission petition; Indian film company); (8) Policy Statement to the American Indian People.   [More]  Descriptors: Accountability, American Indians, Annual Reports, Civil Rights

Pepper, Floy C. (1990). Unbiased Teaching about American Indians and Alaska Natives in Elementary Schools. ERIC Digest. This ERIC digest gives elementary school teachers realistic information about American Indians and Alaska Natives and identifies some of the common myths based on ethnic bias. Bias against Indians is often the result of inaccurate information. Stylized classroom accounts of Indian life reinforce "buckskin-and- feather" or "Eskimo and igloo" stereotypes. Indians who defended their homelands from invaders have been portrayed as enemies of progress, barriers to frontier settlement, and, more recently, a "social problem" draining national resources. Teachers can be victims of the instructional materials they count on, and so they should become consciously aware of the processes by which they choose such materials. In recent years, American Indians have recognized their right to insist upon accurate and unbiased accounts of their own history and culture and more and more educators are realizing that this right extends to all students. Myths about native peoples are commonplace, occurring in history, law, sociology and economics. Many people believe, for example, that American Indians share a common language and culture, when there are actually more than 300 officially recognized tribes, distinct in many ways including language. Other examples of myths about Indians include the "first Thanksgiving" stories that were created in the 1890s to promote the "melting pot" theory of American social progress. Instead of repeating such myths, teaches should encourage classroom discussion of real and current Indian issues (such as land and fishing rights) as a means of teaching American Indian history and establishing Native Americans as a people. This document includes 10 references and a 4-item annotated list of essential resources.   [More]  Descriptors: Alaska Natives, American Indian History, American Indian Studies, American Indians

Nation's Schools and Colleges (1974). Law: Reverse Discrimination, Legal Briefs. Just as schools and colleges are starting to hire more black and female faculty members through affirmative action programs, there is a new battle cry on the civil rights front: "reverse discrimination." Qualified whites claim they are being shoved aside in the scramble for less-qualified blacks, Chicanos, American Indians, and members of other minority groups. Discusses legal aspects of the problem. Descriptors: Civil Rights, Employment Qualifications, Legal Problems, Minority Groups

Lewington, Jennifer (2012). In Nova Scotia, a Mi'kmaw Model for First Nation Education, Education Canada. In 1999, under federal government legislation, Mi'kmaw communities in Nova Scotia won the right to manage the education of their children for the first time in a century. With support from Mi'kmaw Kina'matnewey, an education authority that provides central services, local Mi'kmaw schools deliver language immersion courses, culturally-appropriate teaching pedagogy and other initiatives to promote student success. In 2010-11, Mi'kmaw Kina'matnewey reported a high school student graduation rate of 75 per cent for students in the system, twice the Canadian average. The self-governance arrangement is drawing attention as a possible model for First Nation education in Canada.   [More]  Descriptors: High School Students, Foreign Countries, Graduation Rate, Federal Legislation

Wolfe, Patrick (2012). Against the Intentional Fallacy: Legocentrism and Continuity in the Rhetoric of Indian Dispossession, American Indian Culture and Research Journal. The road of US Indian law and policy, like its companion to hell, is paved with good intentions. Critics of its generally diabolic outcomes have had little difficulty demonstrating the moral chasm between the appealing rhetoric in which a policy or judgment was framed and the oppressive consequences to which it practically conduced. With a nod to twentieth-century literary criticism, the author calls this style of utopianism the "intentional fallacy". As originally coined, this term signaled the rejection of authorial intention as a controller of textual meaning. In this article, the author presents a historical critique of the intentional fallacy. Examples are widespread, not least in the writings of eminent historians. To reduce a pervasive phenomenon to manageability, however, this article focuses on a core historiography, moving from the three canonical Indian judgments that Chief Justice John Marshall delivered during the 1820s and 1830s–especially "Worcester v. Georgia" (1832), which many scholars have held to mark a high point in the assertion of Indian rights–through the Indian-policy nadir of congressional plenary power, which commentators have generally associated with the "Kagama" (1886) and "Lone Wolf v. Hitchcock" (1903) judgments that were delivered at the height of the Dawes-era reforms. The author argues that the intentional fallacy has not only served as a legitimating device for judges and policy makers. With significant exceptions, it has also structured the narration of Indian law and policy in historical and legal-studies scholarship.   [More]  Descriptors: Rhetoric, American Indians, Court Litigation, American Indian History

West, Richard, Jr. (1971). A Proposed Course in Law, Sociology, or History. "The American Indian and the Constitution" is a proposed course in law, sociology, or history. The document gives a course justification and intended audience. The course outline covers: 1) the sovereignty of Native American Tribes, especially as demonstrated in "Cherokee Nation" and "Worchester v. Georgia"; 2) criminal jurisdiction; 3) civil jurisdiction; 4) citizenship for Native Americans; 5) water rights as detailed in the Winters Doctrine; 6) hunting and fishing rights; 7) state taxing authority; 8) the U.S. Bill of Rights; and 9) the Indian Bill of Rights. Noted court cases and judges' opinions are given for all sections.   [More]  Descriptors: American Indian Reservations, American Indians, Beliefs, Constitutional History

Jones, Charles, Ed. (1972). Look to the Mountain Top. Cultural background and the contemporary situation of American Indians in the United States are covered in this book. The first section of the book covers Indian art, literature, women's rights, warriors, religion, farming, natural resources, law, and the Indian as the first American. Included in the second part are: maps of Indian land (1492-1972), history, writing systems, static images, arts and crafts, and recipes. There are also 160 bibliography listings and 4 Indian journals cited. Descriptors: American Indian Reservations, American Indians, Cultural Awareness, Cultural Background

Gale, Nancy, Comp. (1982). An Annotated Bibliography for Indian Child Welfare. A bibliography and program listing surveys publications and programs dealing with welfare of American Indian children. Topics include child abuse/neglect, child development and health, parent education, counseling, social work practice among American Indians, legal/jurisdictional issues in delivering child welfare services to American Indians, foster care/adoption, legal services, social and family services, child welfare worker training programs, child rights and advocacy, and American Indian resource centers. The bibliography lists approximately 375 publications dating principally from the 1970's with some publications from the 1960's and early 1980's included. Entries are alphabetical by author and most contain annotation, availability information, and source of reference.  Publication types include books, articles, Educational Resources Information Center (ERIC) documents, research and project reports, unpublished reports, directories, state and federal government publications, Congressional hearings/reports, films, and audiotapes. The program directory lists approximately 80 program/projects arranged alphabetically by state. Entries typically include contact address and description of the program/project. Also included are 20 sources used to compile the bibliography and 4 sources used to compile the program listing. Descriptors: Adoption, American Indians, Child Abuse, Child Advocacy

Haboud, Marleen (2009). Teaching Foreign Languages: A Challenge to Ecuadorian Bilingual Intercultural Education, International Journal of English Studies. Since the Universal Declaration of Linguistic Rights in 1996, there is a tendency not only to maintain linguistic and cultural diversity worldwide, but also to ease universal access to quality education which should comprise the learning of other languages and cultures and the generation of intercultural relations. In this sense, this article discusses the right that minoritized peoples in Ecuador have to learning other languages while reinforcing their own. After describing briefly the Ecuadorian main linguistic and educational policies in regards to the teaching of foreign languages, this article analyses the contrasting viewpoints of indigenous and non indigenous peoples towards the process of teaching-learning foreign languages. Finally, it offers some suggestions and general parameters related to foreign language teaching in the multilingual context of the study.   [More]  Descriptors: Multicultural Education, Indigenous Populations, Multilingualism, Educational Policy

Wilkins, David (1997). Convoluted Essence: Indian Rights and the Federal Trust Doctrine, Native Americas. Discusses the nature of the trust responsibility of the federal government toward American Indians and what primacy it has in the pyramid of federal values and decision making. Examines the contested origins of the federal trust doctrine, negative and positive aspects of the relationship, three kinds of trust responsibility, and the enforceability of the trust doctrine. Descriptors: Court Litigation, Definitions, Federal Government, Federal Indian Relationship

Williams, Meghan, Ed.; Price, Jennifer M., Ed. (2009). The Link: Connecting Juvenile Justice and Child Welfare. Volume 7, Number 2, Winter 2009, Child Welfare League of America (NJ1). This issue of "The Link" newsletter contains the following articles: (1) Understanding the Commercial Sexual Exploitation of Children (Lisa Goldblatt Grace); (2) Native American Juvenile Rights: Who Cares? (Terry L. Cross and Kathleen A. Fox); and (3) Strong Juvenile Justice Legislation Passes Senate Committee: Includes Expanded Coordination of JJ and Child Welfare (Tim Briceland-Betts). Director's Message, Policy Update, and Recommended Reading information are also included.   [More]  Descriptors: American Indians, Child Welfare, Juvenile Justice, Childrens Rights

American Indian Journal (1978). "Hypocrisy and an Outrage": Human Rights from a Native Perspective. The first position paper to be presented by the Navajo, the Sioux, and the Iroquois nations, this statement asks President Carter to meet with the traditional and spiritual leaders of these American Indians to begin serious negotiations on issues vital to the survival–physical and spiritual–of Native Peoples.   [More]  Descriptors: American Indians, Civil Liberties, Federal Government, Political Issues

Wilkes, Rima; Corrigall-Brown, Catherine; Ricard, Danielle (2010). Nationalism and Media Coverage of Indigenous People's Collective Action in Canada, American Indian Culture and Research Journal. Over the past several decades indigenous people in Canada have mounted hundreds of collective action events such as marches, demonstrations, road blockades, and land occupations. What the general public knows about these events and their causes overwhelmingly comes from the mainstream mass media. For this reason, media coverage of these events plays an important role in shaping public opinion about the events and indigenous rights. The problem is that the media does not merely mirror events, but rather filter information through a process called "framing." Framing results from a system of reporting wherein reporters use a particular narrative structure, rely on officials as sources, and invoke public opinion in particular ways that, taken together, serve to marginalize collective actors and their issues. Coverage of indigenous peoples' collective action in Canada and the United States has been predominantly delegitimizing: stories overwhelmingly emphasize militancy and violence. However, past work on framing has tended to focus only on how challengers are portrayed in media coverage. By considering nationalism and how it may be embedded in the framing of these events, the research presented in this article shows that non-indigenous people are also being framed in media coverage. A growing body of literature has shown that the media is heavily involved in creating, promoting, and reflecting ideologies about citizenship and the nation. The authors consider the ways in which nationalism is reflected in coverage of multiple collective-action events in Canada. They find that when faced with collective action by indigenous peoples asserting group-based citizenship rights, the media respond by emphasizing individual citizenship responsibilities.   [More]  Descriptors: Indigenous Populations, Nationalism, Ideology, Citizenship

Lyons, Scott Richard (2000). Rhetorical Sovereignty: What Do American Indians Want from Writing?, College Composition and Communication. Discusses the concept of rhetorical sovereignty as the inherent right and ability of peoples to determine their own communicative needs and desires. Claims rhetorical sovereignty requires writing teachers to rethink how and what they teach as the written word at all levels of schooling. Sketches out some preliminary notes toward the praxis that is rhetorical sovereignty. Descriptors: American Indians, Higher Education, Instructional Design, Nontraditional Students